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BASIC COURSE OUTLINE

BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND SCIENCE
MALANG STATE UNIVERSITY
Year 2016/2017
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A . COURSE IDENTITY
1. Subject
2. Code
3. Credit/credit hours
4. Offered for
5. Course Program
6. Prerequisite Course
7. Lecturers

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Teaching Biology in English
BIP 414
3/4
Undergraduate Program
MKB (Matakuliah Keahlian Berkarya)
BIP (Bahasa Inggris Profesi)
1. Prof. Dra. Herawati Susilo, M.Sc., Ph.D
Office Telep.& Fax (0341) 551287
Home Telep: (0341) Mobile Number: 08123271741
e-mail: herawati_susilo@yahoo.com
herawati_susilo.fmipa@um.ac.id
2. Nuning Wulandari, S.Si, M.Si
Home Telep: (0341) 553227
Mobile Number: 085646555358
e-mail: ningwuandaridebakti@gmail.com
nuning.wulandari.fmipa@um.ac.id

B. UNSUR CAPAIAN PEMBELAJARANLULUSAN
Capaian pembelajaran matakuliah ini mengacu pada Capaian Pembelajaran Lulusan:
1. RanahSikap
Mengacu pada seluruh Ranah Sikap Capaian Pembelajaran Lulusan
2. RanahKeterampilan Umum

Mampu memelihara dan mengembangkan jaringan kerja dengan pembimbing. kritis. konsep. sejawat baik di dalam maupun di luar lembaganya. dan mampu mengelola pembelajaran secara mandiri. sistematis. dan inovatif dalam konteks pengembangan atau implementasi ilmu pengetahuan dan teknologi yang memperhatikan dan menerapkan nilai 1. danmenemukankembali data untukmenjaminkesahihandanmencegahplagiasi.6. Mampu mendokumentasikan. CAPAIAN PEMBELAJARAN MATAKULIAH 1 Memahami filosofi.prinsip dan prosedur dalam mengajar biologi dalam bahasa inggris. konsep.2. 1. mengamankan. berdasarkan hasil analisis informasi dan data. 2 Membentuk sensitivitas serta kemampuan untuk memecahkan masalah pendidikan di kelas melalui PenelitianTindakanKelas/Lesson study dalam bahasa Inggris 3 Menganalisis serta memanfaatkan hasil penelitian dalam bidang pendidikan untuk penyusunan rencana pelaksanaan pembelajaran dalam bahasa Inggris . Mampu menunjukkan kinerja mandiri. RanahPengetahuan Menguasai filosofi.1. Mampu menerapkan pemikiranlogis. 2. bermutu. 1. 1. RanahKeterampilanKhusus Mampu membelajarkan biologi dengan menggunakan bahasa pengantar bahasa Inggris 3. dan terukur. prinsip.3. Mampu melakukan proses evaluasi diri terhadap kelompok kerja yang berada dibawah tanggungjawabnya.1. dan metode pembelajaran biologi dalam bahasa Inggris C.4. 1.5. Mampum mengambil keputusan secarat tepat dalam konteks penyelesaian masalah di bidang keahliannya. kolega. menyimpan.

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D. or write out a statement setting out this reasoning or principle The pronounce. news etc Performance test Performance tes Portofolio . in a way acceptable to the person to whom they are spoken or by most speakers of a language Be able to choose and use sentences for giving instructions Strategi/Mod el Pembelajaran Pengalaman belajar mahasiswa (4) Reading Questioning Answering Discussing Reviewing (5) Discussion on why the Indonesian Government chooses to have schools with international levels standards Drills in pronouncin g some English words Drills in pronouncing some English words Drills in sentences for giving instructions Practice in using sentences for giving instructions and for giving guides Bahan kajian Asesmen Referensi (Nomor) (6) Kebijakan pemerintah dalam hal RSBI (7) Observation on the activities during student works (9) Listening to the movies script. Kemampuan yang Diharapkan (2) To develop rationale of why teaching biology in English IndikatorPenilaian - - 2. To speak good English words (according to the correct pronunciation - 3 To speak sentences used by teachers in class to give - (3) Explain the reasoning or principle that underlies or explains why teaching Science in English. the articulate sounds or words. RENCANA KEGIATAN PEMBELAJARAN Minggu ke (1) 1. especially correct.

To develop plans of biology lessons in English To develop Lesson Plans for teaching biology materials for Junior as well as Senior High School students evaluate plans for teaching scenarios Drills in sentences for giving guides Practice in use correct English Sentence patters Practice in choosing and using sentences for asking questions Practice in choosing and using sentences for giving comments in English Practice in choosing and using sentences for writing the sylabus and lesson plans in - - Performance tes Portofolio Performance in written and spoken English for asking Performance in written and spoken English for asking Written works of syllabi and lesson plan in English for Junior and Senior High School students - Written test Portofolio Written test Portofolio . 6. instructions - Be able to choose and use sentences for giving guides To use correct English sentence patterns - Be able to identify English sentence patterns Be able to choose and use correct English sentence patterns evaluate the practice of English talk Be able to choose and use correct questions in English - 5. 7.4. To make questions in English - To give comments in English Be able to choose and use correct comments in English for everything happening in the classroom.

8. To evaluate learning processes and products in English develop assessments instruments for the learning processes and products English Practice in giving inputs for the others’ syllaby and lesson plans Practice writing scenarios for teaching biology in English Practice in giving inputs for the others’ scenarios for teaching biology Practice in giving inputs for the others’ teaching biology in English Practice in assessing processes and products of learning Written works of teaching scenarios in English for teaching biology at Junior and Senior High Schools - Performance in peer teaching Biology in English for Junior and Senior High Schools students - . To implement teaching biology in English Using English sentences in peer teaching biology 10.Performance in peer assessment in the processes and product of learning Biology in English for Junior and - . To develop teaching scenarios in English To develop teaching scenarios for teaching biology materials at Junior as well as Senior High Schools Evaluate teaching scenarios 9.

To give remedial instruction Discuss reasons and ways for giving remedial instructions 12. To write an application letter in English Using English sentences in writing application letters 13. To write a curriculum vitae in English Using English sentences in writing curriculum vitae in English biology in English To evaluate assessment instruments Performan ce in discussing remedial instructions Practice in writing application letters Practice in giving suggestions in improving the application letters of friends. Practice in writing curriculum vitae in English Practice in giving suggestions in improving the curriculum vitae of Senior High Schools Performance in in discussing remedial instructions Remedial instruction Performance in writing application letters Practice in giving suggestions in improving the application letters of friends Writing application letter Performance in writing curriculum vitae in English Practice in giving suggestions in improving the curriculum Written curriculum vitae .11.

BASIC COMPETENCE After completing this course the students will be able 1. To speak sentences used by teachers in class to give instructions and guides 4. THE DESCRIPTIONS OF THE MATERIALS Portfolio of Teaching Biology in English course . To do reflection on practice and practice based on reflection D. To write an application letter in English 13.14. To develop teaching scenarios in English 9. To use correct English sentence patterns 5. Practice in writing learning journal in English Practice in developing end of semester portfolio in English Portfolio of Teaching Biology in English course C. To give remedial instruction 12. To develop rationale of why teaching biology in English 2. To do reflection on practice and practice based on reflection Using English sentences in writing learning journals friends. To implement teaching biology in English 10. To write a curriculum vitae in English 14. To make questions in English 6. To speak good English words (according to the correct pronunciation) 3. To evaluate learning processes and products in English 11. To develop plans of biology lessons in English 8. To give comments in English 7.

To speak Indicators of Competense Explain the reasoning or principle that underlies or explains why teaching Science in English. 1. LEARNING EXPERIENCES. especially correct. Basic Competence To develop rationale of why teaching biology in English 2. THE BASIC COMPETENCE.This course consists of rationale of teaching biology in English. English sentence patterns for classroom expressions such as greetings. some considerations in using English for students. To speak good English words (according to the correct pronunciation 3. developing teaching scenarios. in a way acceptable to the person to whom they are spoken or by most speakers of a language Be able to choose Learning Experiences Discussion on why the Indonesian Government chooses to have schools with international levels standards Kinds of Assessmen Observation on the activities during student works Drills in pronouncing some English word Performance in spoken pronunciations Practice in pronouncing Performance . and giving instructions. planning of biology lessons. practicing of biology teaching and assessments. AND CHOSEN ASSESSMENT No. INDICATORS OF COMPETENCE. E. questioning. the articulate sounds or words. or write out a statement setting out this reasoning or principle Develop rationale to master teaching biology in English The pronounce.

To give comments in English 7.sentences used by teachers in class to give instructions and use sentences for giving instructions Be able to choose and use sentences for giving guides 4. To develop plans of Be able to choose and use correct comments in English for everything happening in the classroom. To make questions in English Be able to identify English sentence patterns Be able to choose and use correct English sentence patterns evaluate the practice of English talk Be able to choose and use correct questions in English 6. To use correct English sentence patterns 5. To develop Lesson Plans for teaching and developing sentences for giving instructions Practice in pronouncing and developing sentences for giving guides Practice in pronouncing and developing correct English sentence patterns in spoken instructions Practice in choosing and using sentences for asking questions Performance in written and spoken English for asking questions Practice in choosing and using sentences for giving comments in English Performance in written and spoken English for giving comments Practice in choosing and using sentences for Written works of sylaby and Performance in spoken English sentence patterns .

To evaluate learning processes and products in English biology materials for Junior as well as Senior High School students evaluate plans for teaching scenarios To develop teaching scenarios for teaching biology materials at Junior as well as Senior High Schools Evaluate teaching scenarios Using English sentences in peer teaching biology develop assessments instruments for the learning processes and products writing the sylabus and lesson plans in English Practice in giving inputs for the others’ syllaby and lesson plans lesson plan in English for Junior and Senior High School students Practice writing Written works scenarios for teaching of teaching biology in English scenarios in Practice in giving inputs English for for the others’ scenarios teaching for teaching biology biology at Junior and Senior High Schools Practice teaching Performance biology in English in peer Practice in giving inputs teaching for the others’ teaching Biology in biology in English English for Junior and Senior High Schools students Practice in assessing Performance processes and products in peer of learning biology in assessment in English the processes To evaluate assessment and product of instruments learning Biology in English for Junior and Senior High .biology lessons in English 8. To develop teaching scenarios in English 9. To implement teaching biology in English 10.

To give remedial instruction Discuss reasons and ways for giving remedial instructions 12. TEACHING AND LEARNING PROCESSES 1) The method used is direct method. lecturing. and giving assignments. 2) There will be 32 sessions. • Read other references to enrich students’ vocabulary. question-answer. To write a curriculum vitae in English Using English sentences in writing curriculum vitae in English 14. To write an application letter in English Using English sentences in writing application letters 13. dictation. discussion. Tasks to be done: • Read and learn about English sentence pattern written in Student Book. 2 X 50 minutes each.11. listening comprehension. To do reflection on practice and practice based on reflection Using English sentences in writing learning journals Giving reasons for remedial instructions Practice in giving remedial instruction when students have not reach the competence Practice in writing application letters Practice in giving suggestions in improving the application letters of friends. Practice in writing curriculum vitae in English Practice in giving suggestions in improving the curriculum vitae of friends. . Practice in writing learning journal in English Practice in developing end of semester portfolio in English Schools Performance in discussing remedial instructions Written application letters Written curriculum vitae Portfolio of Teaching Biology in English course F.

Writing a learning journal. Develop a portfolio on Teaching Biology in English. H. also end of semester portfolio. 3) The Evaluation is done continuously for the whole semester through observation of students’ activities in class and in the forms of written and oral tests and the student’ s performance in peer teaching. Do critical analysis of some articles that can enrich students’ insight on teaching and learning science. TENTATIVE COURSE OUTLINE . Discuss and revise Lesson Plan with peers. Evaluate the Biology learning processes.• • • • • • • Find references as sources to develop Lesson Plan. Practice teaching Biology in English.

Choise. 2. practice in English sentence patterns Beginning the Lesson: Greetings. 12. Warning lateness Days. Checking attendance. 6. 15. Task 1: Writing of learning journal. making degrees of comparison 17. Schedule Introduction. Activities Dicussion Reference/Task Syllabi TBIE Direct interactive Task 1: Writing of learning journal. 10. 3. multiplication and division. course plan. Cooperative Direct interactive Direct interactive Direct interactive Direct interactive Direct interactive Direct interactive Task 1: Writing of learning journal. Making definition. 7. 9. 13. 4. the Principles of Speaking Rationale of teaching biology in English English grammar: introducing oneself English alphabet. Middle test More practice with numbers: addition and subtraction. making statemens with cues and making questions Critical Analisys of articles Critical Analisys of articles Critical Analisys of articles 16. 14. ordinal. 5. decimal. Making question: Yes/No. 8. telling English numbers: cardinal. Praying. months. capital and small letters. dictation English sentence patterns School terms. 11. telling clock time Making statements with prompts using various tenses Guided composition. .1. Direct interactive Direct interactive Cooperative Cooperative Cooperative Direct interactive Direct interactive Task 2: Doing critical Analisys of articles and presenting the results in groups.

Inc. Panduan Penyelenggaraan R-SBI.S. Science Educator’s Guide to Assessment. 21. DR (Eds. REFERENCES Anderson.T. Doran. 27. A Taxonomy for Learning.18. Pinchas. Test on teaching Biology in English Peer teaching Peer teaching Peer teaching 32. Jakarta: Depdiknas. 1998. 28. Test on teaching Biology in English 33. every group of student has to practice teaching biology in English Based on his/her plan. Virgia: N. LW and Krawthwohl. 2) In the park Making definition and explaining something Question pattern Listening and making Question Oral Test about pronounciation. Wh/How-question using a medium Listening Comprehension: 1) A good book. 25. Test on teaching Biology in English 30. Teaching. 24. grammar. fluency. Fred and Tamir. 2007. 22. Arlington. Rodney. 19. 2001. 20. and Assessing. New York: Addison Wesley Longman.). Test on teaching Biology in English 31. Chan. 26. 23. every student has to practice teaching biology in English G.A . structure. vocabulary Planning of biology lessons Developing teaching scenarios Developing assessments Teaching practice in groups Teaching practice in groups Teaching practice in groups Direct interactive Direct interactive Direct interactive Direct interactive Cooperative Cooperative Cooperative Peer teaching Peer teaching Peer teaching 29. Reflection and portfolio evaluation Peer teaching Discussion Task 3: Developing syllabus and teaching scenarios Based on group plan. Ditjen Madikdasmen.

Soeparno. Book 1A. Emily Dotson. . Hughes. Cleveland Ohio: Hungry Minds. Contextual Teaching and Learning. (Revised Edition). 2006. Uchiyama. English Verb Tenses: An informal Reference for ESL Student. Glyn. Kent. Hongkong: Oxford University Press. A Handbook of Classroom English. and style. E. Thousand Oaks: Corwin Press. 2001. S. 2001. Usage. CliffsQuickReview: Writing Grammar. and the Idly Curious. Johnson. Powell. High Elementary Level.. 2002. Malang: UM Press.Eggenschwiler. Tanpa disebut penerbitnya. 1989. 2002. Jean and biggs. The Good Folks who Teach Them. mark. B. The Art of Speaking English. Presenting in English. Croatia: Heinle. How to give Successful Presentations. a part of the the Thomson Corporation.